Code-Switching in Second Language Teaching of English: Does it Matter?

by Amina Alić Topić ¹

¹ Richmond Park International Secondary School Tuzla,Tuzla Bosnia and Herzegovina

ABSTRACT

Bosnian and Herzegovinian English language instructors and ESL students widely acknowledge using more than one language code in formal classroom settings. Code-switching is caused by various factors or were specific communication goals must have been involved. This study aims to discover how ESL students view code-switching by English language instructors in secondary schools in Tuzla. For that purpose, three research questions have been defined: (1) Is there a significant difference in students’ attitudes towards code-switching based on gender? (2) Is there a statistically significant difference in students’ attitudes towards code-switching? and (3) Is there a statistically significant difference in students’ attitudes towards code-switching based on a grade level? The study demonstrated students’ attitudes, usage, and opinions toward code-switching in the classroom. Most ESL students favor code-switching, which is equally gender-based, high frequency in use and grade level incidence constant. In terms of code-switching use of mother tongue becomes, by default, a facilitator of task completion and cognitive collaboration. Code-switching is also believed to help ESL students understand the target language. The findings suggest that code-switching is required when using the first language in the classroom to help students master English.

Keywords: code-switching, frequency of codeswitching, types of CS, reasons for codeswitching

HOW TO CITE THIS ARTICLE
Alić Topić A. (2022). Code-Switching in Second Language Teaching of English: Does it Matter?, MAP Education and Humanities, 2(1), 8-17. doi: https://doi.org/10.53880/2744-2373.2022.2.1.8

MAP Education and Humanities

Volume 2 / Issue 1

ISSN: 2744-2373/ © The Authors.
Published by MAP - Multidisciplinary Academic Publishing.

Article Submitted: 22 March 2022
Article Accepted: 13 April 2022
Article Published: 16 April 2022

Correspondence concerning this article should be addressed to the author(s).

DOI: https://doi.org/10.53880/2744-2373.2022.2.1.8

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